Mindful Moments with Miss Harrison

St Stephen's CE Primary, Bradford, UK
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Welcome to Mindful Moments with Miss Harrison – the perfect place for kids, parents, and educators to explore emotions, build mindfulness, and develop emotional intelligence!  What We Offer:Join Miss Harrison on a journey of self-discovery through engaging stories, fun activities, and calming mindfulness exercises. Each episode focuses on helping children: Understand their emotions Practice kindness and empathy Build confidence and resilience Navigate friendships Handle life’s ups and downs with calmness and courage  What to Expect: Relatable stories for kids that teach emotional lessons Fun, interactive games and challenges Easy-to-follow mindfulness exercises to practice at homeTools and tips for managing emotions like anger, worry, and excitement Why Listen?Perfect for children of all ages, this channel is a safe and positive space to help young minds grow and thrive. Whether you’re looking for resources for the classroom, bedtime listening, or family mindfulness routines, Miss Harrison has you covered! About Miss Harrison:Miss Harrison is a passionate teacher and mindfulness advocate who loves helping children shine their brightest by understanding their emotions and building inner strength.  New Episodes Every Week!Subscribe to stay up-to-date with the latest episodes, and let’s explore emotions together, one mindful moment at a time. Join the Community:We’d love to hear from you! Comment on your favourite episodes, share your mindful moments, and spread kindness wherever you go! #MindfulMomentsWithMissHarrison #KidsMindfulness #EmotionalIntelligence #ParentingTips #MindfulnessForKids #KidsPodcast    

  1. 12h ago

    S18 E6 Seeing the World Through Other Eyes – Different Viewpoints and Understanding the Bigger Picture

    Follow Mindful Moments with Miss Harrison to hear every new episode. Teacher and pupil resources are coming soon for every episode. Seeing the World Through Other Eyes – Different Viewpoints and Understanding the Bigger Picture Helping children bring together everything they have learned about feelings, perspectives, curiosity and listening, and recognise that their own view matters while there may still be more to understand. In this final episode of Mindful Moments with Miss Harrison’s Seeing Through Other Eyes series, children explore one simple but powerful idea: My view matters, and there may be more to see. Across the series, children have discovered that the same moment can create different feelings. They have practised walking in someone else’s shoes. Looked beyond first impressions. Listened to understand. And learned that they can respect someone’s experience even when they do not completely understand it. Now, they bring those ideas together. The episode begins with the image of an enormous tree. Three people are looking at it. One person is standing underneath. They notice the twisting branches. They hear the leaves rustling overhead. Another person is looking from a window high above. They notice the shape of the treetop. A third person is standing far away. They can see the whole tree. Which person is seeing it correctly? Each person is noticing something real. But they are looking from different places. Their views can help one another understand more about the same tree. People can be like that too. We experience situations from where we are standing. We notice particular things. We have our own thoughts and feelings. And somebody else may notice something we have missed. Sometimes, putting those viewpoints together helps us understand the bigger picture. Through the story of a playground misunderstanding, children see this idea in action. During break time, a football flies across the playground and knocks over a box of chalk. Crash! When Mrs Patel arrives, three children explain what happened. “It was Leo,” says Grace. She saw him kick the ball. “It wasn’t his fault,” says Amir. Someone had passed the ball very hard towards him. Sophia has noticed something else. Another group had moved their goal. That was why the game had moved towards that part of the playground. Everyone starts talking. “I saw it.” “No, that’s not what happened.” Mrs Patel holds up her hand. “Perhaps you’ve all seen different parts of the same story.” She asks each child to explain what they noticed. Grace saw Leo’s kick. Amir saw the difficult pass. Sophia saw why the game had moved. As they listen, the children begin to understand how their observations fit together. They had been standing in different places. Noticing different things. Seeing different parts of the same event. When they bring those observations together, what happened makes much more sense. Grace smiles. “So I wasn’t wrong, but I didn’t see everything.” “Exactly,” says Mrs Patel. The story helps children recognise that their own view can contain something important while still leaving out information. Another person’s perspective can help them discover what is missing. The episode introduces three final messages about seeing through other eyes. Start with your own view. Your thoughts matter. Your feelings matter. Your observations and opinions matter. You have a perspective worth sharing. Make room for another view. Someone else may know, notice or experience something you do not. You can become curious about what they see. You can ask: “What might I be missing?” Build the bigger picture. Listening to another viewpoint can help you understand more. You might change part of your thinking. You might notice something new. You might still disagree. But you may understand the situation more clearly than you did before. Through a final guided reflection, children imagine looking through a window. From that window, they see a situation in one way. They think: “This is what I see.” Then they imagine moving to another window. They ask: “What might somebody else see?” Finally, they imagine considering both views together. “What can I understand now that I couldn’t see before?” Children take a slow breath and remind themselves: “My view matters, and there may be more to see.” The episode closes the series by bringing together curiosity, listening and respect. We can notice our own feelings. Wonder about somebody else’s experience. Listen carefully. Check our understanding. And stay open to learning more. Our own perspective remains important. So does making room to understand another person’s. What children will learn in this episode: Why people can notice different parts of the same situationHow different viewpoints can help us build a fuller understandingWhy their own thoughts, feelings and perspective matterHow to recognise that they may not have seen or understood everythingWhy listening to another viewpoint does not always mean agreeing with itHow curiosity can help during disagreements and misunderstandingsHow the ideas from the whole series fit together in everyday relationshipsEmotional Skills from Miss Harrison: Start with your own view Notice what you think. What you feel. What you have seen or heard. You can begin with: “This is what I see.” Remember that your perspective matters. You can share it while remaining open to learning something new. Make room for another view Pause and ask: “What might I be missing?” Someone else may have noticed a different part of what happened. They may know something you do not. They may have experienced the situation differently. Give them space to explain. Listen with curiosity. Build the bigger picture Think about what you understand after hearing another person’s view. Ask yourself: “What can I understand now that I couldn’t see before?” Perhaps their explanation adds something important. Perhaps it helps you understand why they feel differently. Perhaps you still hold a different opinion. You can recognise that difference while understanding more about their experience. These skills help children develop empathy, curiosity, thoughtful communication, respectful disagreement, self-awareness and an appreciation of different perspectives. Mindful Moment Challenge: For the final challenge in this series, notice the next time you disagree with somebody. Perhaps you remember an event differently. Perhaps you have different ideas about what should happen. Perhaps you both feel strongly about your own point of view. Pause before trying to prove your view. Ask yourself: “What can they see that I might not be seeing?” Then listen carefully. Give the other person time to explain. Notice whether their perspective adds something you had not considered. You might still disagree. But perhaps you will understand a little more. Remember: Your view matters. And there may be more to see. Perfect for: Primary school-aged children exploring empathy, perspectives and relationshipsClassrooms learning to discuss different viewpoints respectfullyFamilies talking through disagreements and misunderstandingsTeachers and pastoral leaders helping children listen to one another’s experiencesChildren learning to value their own perspective while remaining curious about othersPSHE lessons and circle time bringing together the learning from the whole seriesQuote of the Week: “My view matters, and there may be more to see.” #MindfulMoments #SeeingThroughOtherEyes #SeeingTheWorldThroughOtherEyes #DifferentPerspectives #Empathy #Curiosity #Listening #UnderstandingOthers #RespectfulDisagreement #Relationships #EmotionalWellbeing #ChildrensMentalHealth #PrimaryPSHE #SocialEmotionalLearning #WellbeingInSchools Send us Fan Mail Support the show

  2. 2d ago

    S18 E5 When We Don’t Understand Someone – Respecting Differences and Responding with Kindness

    Follow Mindful Moments with Miss Harrison to hear every new episode. Teacher and pupil resources are coming soon for every episode. When We Don’t Understand Someone – Respecting Differences and Responding with Kindness Helping children understand that they can treat someone with patience, curiosity and respect even when they do not fully understand that person’s feelings, needs or experiences. In this fifth episode of Mindful Moments with Miss Harrison’s Seeing Through Other Eyes series, children explore an important idea: We do not have to understand everything about somebody to respect them. In the previous episode, children practised listening to understand. They learned to stop, listen and check. To give someone their attention. To notice feelings as well as facts. And to ask questions instead of assuming they already knew what the person meant. But sometimes, even when we listen carefully, we still find ourselves thinking: “I just don’t understand.” This episode explores what we can do in those moments. Perhaps a friend loves being the centre of attention, while you prefer to stay quietly in the background. Perhaps somebody becomes upset about something that would not bother you. Perhaps another person needs more time. More space. Or more help with something that feels easy to you. Our first thought might be: “But why?” Wanting to understand is a good thing. But we will not always have all the answers. People have different experiences. Different personalities. Different feelings. Different needs. We can respect those differences while we are still learning about them. Through the story of Sophie and Ravi, children discover what this can look like in everyday life. Sophie loves lunchtime. She enjoys the busy dining hall. Chatting with friends. Hearing everyone laughing around her. But her classmate Ravi experiences it differently. When they enter the hall, he often becomes quiet. Sometimes he covers his ears. Whenever possible, he chooses a seat near the edge of the room. One day, Sophie asks: “Why do you always sit over here?” “It’s much more fun in the middle.” Ravi shrugs. “I just don’t like it there.” Sophie does not understand. “It’s only noise,” she thinks. The next day, the fire alarm is tested. The sudden, piercing sound makes Sophie jump. For a few seconds, it feels as though the noise fills her whole head. Later, she thinks about Ravi. She does not know whether the dining hall feels anything like that to him. She still cannot know exactly what his experience is like. But she realises something important: She does not need to experience the noise exactly as Ravi does to believe that he finds it uncomfortable. At lunchtime, Sophie sits beside him near the edge of the hall. “You don’t have to sit here,” Ravi says. “I know,” Sophie replies. “I just thought I’d join you today.” Sophie still does not completely understand Ravi’s experience. But she can respect his choice of seat. She can believe what he tells her. And she can spend time with him in the place he prefers. The story reminds children that understanding is not always the first step. Sometimes, believing and respecting someone comes first. The episode introduces three ways to respond thoughtfully when someone’s experience is different from our own. Accept that people experience things differently. Something that feels easy to you might feel difficult to somebody else. Something you enjoy might feel uncomfortable for another person. We do not have to compare our experiences before taking theirs seriously. Ask kindly. When it is appropriate, we can invite someone to tell us more. But an invitation to explain should leave room for them to choose. People do not always have to explain themselves to us. Respect what they tell you. When someone describes a feeling or a need, we can listen and respond respectfully. We do not have to feel exactly the same way first. Through a reflection activity, children practise changing a thought that can lead to a quick judgement. They begin with: “That doesn’t make sense.” Then they try: “That doesn’t make sense to me yet.” This change reminds them that their own understanding is only one viewpoint. Next, they ask: “I wonder what this is like for them.” Finally, they remind themselves: “I don’t have to experience it myself to respect how they feel.” Sometimes, staying curious helps us understand more. Sometimes, we still do not fully understand. We can continue to respond with respect in either situation. The episode helps children recognise that somebody else’s experience does not need to match their own to matter. What children will learn in this episode: Why people can experience the same environment or situation differentlyHow feelings, experiences, personalities and needs can shape someone’s responseWhy careful listening does not always lead to complete understandingHow to respond respectfully when another person’s experience feels unfamiliarWhy people do not always have to explain or prove how they feelHow to ask kind questions while respecting someone’s choice about answeringHow to replace quick judgements with curiosity and considerationEmotional Skills from Miss Harrison: Accept that people experience things differently Notice when you are using your own experience to judge somebody else’s. Perhaps something feels easy to you. Enjoyable. Comfortable. That does not tell you how it feels to another person. Remind yourself: “That’s different from my experience.” Make room for their experience alongside your own. Ask kindly when it is appropriate If someone seems comfortable talking, you might ask: “Would you like to tell me what that’s like for you?” Then give them time and space. They may want to explain. They may not. They may find it difficult to put their experience into words. You can remain patient and respectful without needing a complete explanation. Respect what they tell you Someone might say: “I need some space.” “This feels difficult.” “I don’t like that.” Listen to what they are telling you. You do not need to experience the same feeling before taking it seriously. Ask yourself how you can respond with consideration. These skills help children develop empathy, patience, respect for individual needs, curiosity, acceptance and thoughtful relationships. Mindful Moment Challenge: This week, notice a moment when somebody does or feels something you do not understand. Perhaps they need something different from you. Perhaps they react in an unexpected way. Perhaps they find something difficult that you find easy. Notice whether your mind starts to judge. Then pause. Replace: “That’s strange.” With: “That’s different from my experience.” And ask yourself: “I wonder what it’s like for them.” You do not need to discover every answer. You can stay curious. You can listen. You can respect what the person tells you. Remember: You can treat someone with kindness while you are still learning about their experience. Perfect for: Primary school-aged children learning about empathy, respect and individual differencesClassrooms exploring how people can have different feelings, preferences and needsFamilies discussing experiences that children find difficult to understandTeachers and pastoral leaders encouraging thoughtful responses to individual needsChildren learning to respect another person’s need for time, space or supportPSHE lessons, circle time and conversations about inclusion and considerationQuote of the Week: “We don’t have to understand everything about somebody to respect them.” #MindfulMoments #SeeingThroughOtherEyes #WhenWeDontUnderstandSomeone #RespectingDifferences #Empathy #Curiosity #UnderstandingOthers #IndividualNeeds #Inclusion #Kindness #EmotionalWellbeing #ChildrensMentalHealth #PrimaryPSHE #SocialEmotionalLearning #WellbeingInSchools Send us Fan Mail Support the show

  3. 4d ago

    S18 E4 Listening to Understand – Making Space for Feelings and Helping Others Feel Heard

    Follow Mindful Moments with Miss Harrison to hear every new episode. Teacher and pupil resources are coming soon for every episode. Listening to Understand – Making Space for Feelings and Helping Others Feel Heard Helping children discover how slowing down, paying attention and checking what they have heard can help them understand another person’s experience and respond with care. In this fourth episode of Mindful Moments with Miss Harrison’s Seeing Through Other Eyes series, children explore an important idea: Listening means more than waiting for our turn to speak. In the previous episode, children discovered that what someone shows on the outside does not always tell us everything about what they are experiencing inside. Now, they explore how listening can help them understand more of that story. The episode begins with a familiar situation. A friend is telling you about something that happened. While they are speaking, you are already thinking: “I know exactly what they should do.” Or perhaps you are waiting for a gap so you can tell them about something similar that happened to you. You can hear their words. But how much are you discovering about their experience? Listening to understand means putting our own thoughts to one side for a moment. Giving the other person our attention. Becoming curious about what matters to them. Instead of thinking: “What am I going to say next?” We begin to ask: “What are they trying to tell me?” Through the story of Ava and Zane, children discover why this difference matters. Ava finds her friend Zane sitting quietly after lunch. “We lost our football match,” he tells her. Ava immediately tries to cheer him up. “Oh, don’t worry.” “It’s only a game.” “You’ll win next time.” Then she tells him about the matches her own team lost the previous year. “You just have to forget about it.” But Zane becomes even quieter. Later, Ava wonders why her attempt to help did not seem to work. She goes back to speak to him. “Are you still upset about losing?” Zane shakes his head. “Not really.” Ava is confused. Then Zane explains. He missed the last penalty. Everyone had worked really hard. And he feels as though he let them down. Suddenly, Ava understands more. She had heard: “We lost.” And assumed she knew what was troubling him. But for Zane, the difficult part was the feeling that he had disappointed his team. This time, Ava slows down. “That must have felt awful,” she says. Zane nods. “I keep thinking about it.” Ava listens while he explains. She gives him time. She lets him finish. She stays with his experience instead of immediately moving the conversation to her own. Afterwards, Zane smiles. “Thanks.” The match result has not changed. But Zane feels understood. Ava has discovered that listening can help us understand what someone needs before we decide how to respond. Sometimes, having someone stay and listen makes a difference. The episode introduces children to three practical steps: Stop. Give the person your attention. If you can, pause what you are doing. Allow them time to finish before you respond. Listen. Notice feelings as well as facts. Ask yourself: “What seems important to this person?” Check. Remember that we might not have understood correctly. We can ask a question and give the other person a chance to explain. Checking helps us move beyond our first assumption. Through familiar examples, children practise responses that make room for someone to say more. Imagine somebody says: “I don’t want to go to the party.” You could ask: “How are you feeling about it?” Their answer may help you understand something you did not know. Now imagine somebody says: “School was rubbish today.” You might respond: “Do you want to tell me what happened?” Then give them time to explain. Children also practise a useful sentence for checking their understanding: “So, are you saying that…?” They can put what they think they have heard into their own words. Then listen carefully to the answer. Perhaps they have understood. Perhaps there is something they have missed. Either way, they are giving the other person an opportunity to help them understand more clearly. The episode reminds children that a thoughtful conversation does not always need a quick answer. Sometimes it needs attention. Time. Curiosity. And someone willing to listen. What children will learn in this episode: The difference between hearing someone’s words and listening to understandHow planning our next comment can distract us from what someone is sayingWhy feelings can be just as important as the facts of a situationHow giving someone time to finish can help us understand their experienceWhy our first understanding of a problem may be incompleteHow thoughtful questions help us check what someone meansHow to use Stop, Listen, Check in everyday conversationsEmotional Skills from Miss Harrison: Stop and give your attention When someone wants to tell you something, pause what you are doing if you can. Give them time to speak. Let them finish before you respond. Notice if you are already planning advice or preparing a story of your own. Bring your attention back to the person speaking. Ask yourself: “What are they trying to tell me?” Listen for feelings as well as facts Someone might tell you what happened without immediately explaining why it matters to them. Listen carefully. What seems important? What are they trying to help you understand? Remember Zane. The fact was that his team had lost. What mattered to him was the feeling that he had let other people down. Giving someone time to explain can help us understand that difference. Check what you have understood You do not have to get everything right first time. You can ask: “Have I understood you?” “Is that what you mean?” Or: “So, are you saying that…?” Then listen to the answer. Be ready to learn something new or change your understanding. These skills help children develop empathy, patience, attentive listening, thoughtful communication and supportive relationships. Mindful Moment Challenge: This week, choose one conversation and practise: Stop. Listen. Check. It might be a conversation with a friend. A classmate. Someone in your family. Give the person time to finish. Listen for what seems important to them. Then ask one question to check that you have understood. Perhaps: “Is that what you mean?” Or: “Have I understood you?” Notice what you learn when you give someone space to explain. Remember: You do not need to have the perfect answer ready. You can begin by helping the other person feel heard. Perfect for: Primary school-aged children developing listening and communication skillsClassrooms exploring empathy, friendship and supportive conversationsFamilies encouraging children to talk about their experiences and feelingsTeachers and pastoral leaders helping children listen thoughtfully to one anotherChildren learning to understand a situation before offering advicePSHE lessons, circle time and activities focused on relationships and emotional awarenessQuote of the Week: “Sometimes understanding begins when we speak less, not more.” #MindfulMoments #SeeingThroughOtherEyes #ListeningToUnderstand #StopListenCheck #ListeningSkills #Empathy #Communication #UnderstandingOthers #Friendship #Kindness #EmotionalWellbeing #ChildrensMentalHealth #PrimaryPSHE #SocialEmotionalLearning #WellbeingInSchools Send us Fan Mail Support the show

  4. 6d ago

    S18 E3 Looking Beyond What We See – Feelings, First Impressions and Responding with Kindness

    Follow Mindful Moments with Miss Harrison to hear every new episode. Teacher and pupil resources are coming soon for every episode. Looking Beyond What We See – Feelings, First Impressions and Responding with Kindness Helping children understand that what we notice on the outside does not always tell us what someone is experiencing on the inside, and that curiosity and kindness can help us respond with greater understanding. In this third episode of Mindful Moments with Miss Harrison’s Seeing Through Other Eyes series, children explore an important idea: What we can see is not always the whole story. In the previous episode, children practised walking in someone else’s shoes. They learned to pause, imagine and ask what a situation might look like from another person’s point of view. Now, they explore the difference between noticing what somebody does and deciding what it means. The episode begins with a familiar situation. Someone in your class is unusually quiet. What might you think? Perhaps they are tired. Perhaps they are upset. Perhaps they simply do not feel like talking. The truth is: We do not know. We can notice someone’s actions without knowing everything that is happening inside them. Someone who is laughing might still be worried about something. Someone who seems cross might be feeling disappointed. Someone who does not join in might feel nervous. Our first impression gives us only part of the picture. The episode introduces the image of a book. We can see its cover. But the cover does not tell us the whole story. People can be like that too. Through the story of Ellie and Tariq, children discover how quickly we can turn something we notice into an assumption about someone. Tariq is new to Ellie’s class. He does not say very much. When children invite him to play, he often shakes his head. During group work, he rarely offers an idea. After a few days, Ellie tells her friend: “I don’t think Tariq likes anybody.” Her friend asks why. “He never talks to us.” Ellie has noticed that Tariq is quiet. But she has also decided what his quietness means. Later that afternoon, Ellie and Tariq are paired together for an activity. At first, Tariq hardly speaks. Then Ellie notices the detailed picture he is drawing. “That’s amazing,” she says. “Do you like drawing?” Tariq smiles. “A lot.” Slowly, they begin to talk. Tariq explains that he feels nervous in his new school. He wants to make friends. But sometimes he cannot think of what to say quickly enough. Ellie is surprised. She had thought his quietness meant he was not interested in other people. Now, because Tariq has told her, she understands more about how he feels. The next day, Ellie gives him a gentle invitation. “We’re drawing at lunchtime. If you want to come.” She does not pressure him to talk. She gives him a way to join through something he enjoys. Tariq smiles. “OK.” Ellie has learned that noticing someone’s behaviour and understanding their experience are different things. She can be curious. She can be welcoming. And she can give another person time and space. The episode introduces children to three ways of looking beyond their first impressions. Notice without deciding. “He’s very quiet today” describes something we have observed. “He’s being unfriendly” adds a guess about why. Learning to recognise that difference helps us pause before making a judgement. Remember there might be more. Other people may have feelings, experiences or worries that we cannot see. When someone’s behaviour surprises us, we can wonder what else might be happening. Respond with curiosity and kindness. We do not need to investigate everybody’s feelings. Sometimes a gentle question or an invitation is enough. We can offer kindness while giving the other person space to answer—or not. Through the See, Think, Wonder activity, children practise separating what they notice from the meaning they give it. They imagine someone putting their head down during a lesson. See. What can they actually observe? “Their head is down.” Think. What explanation might come into their mind? “Perhaps they don’t want to work.” Wonder. How could they turn that explanation into a question? “I wonder what might be happening for them.” Perhaps the person is tired. Confused. Upset. Or simply thinking. These are possibilities. We still do not know. And recognising that uncertainty can help us respond more thoughtfully. The episode leaves children with a simple reminder: Sometimes wondering is wiser than deciding. What children will learn in this episode: Why someone’s actions do not always reveal everything they are feelingHow first impressions can leave out important parts of a person’s experienceThe difference between observing behaviour and guessing what it meansWhy quietness or choosing not to join in can have different explanationsHow to use See, Think, Wonder to explore their assumptionsHow curiosity and kindness can help them respond with greater understandingWhy people should have space to answer a question, accept an invitation or choose not toEmotional Skills from Miss Harrison: Notice without deciding Begin with what you can actually see or hear. “He’s very quiet today.” “She has put her head down.” “They haven’t joined the game.” Then notice whether you have added an explanation. “They’re being unfriendly.” “They don’t want to work.” “They don’t like us.” Remind yourself that an explanation can be a guess. There may be something you do not know yet. Remember there might be more When somebody’s behaviour surprises you, ask yourself: “I wonder what else might be happening?” There may be a feeling you cannot see. An experience you do not know about. A worry they have not shared. You do not have to work out the answer. You are practising being open to the possibility that there is more to understand. Respond with curiosity and kindness You might gently ask: “Are you okay?” Or: “Would you like to join us?” Then give the person space. They might want to talk. They might want to join in. They might prefer some quiet time. You can be kind without needing them to explain everything. These skills help children develop emotional awareness, empathy, curiosity, patience, consideration for others and respect for personal space. Mindful Moment Challenge: This week, notice one moment when you find yourself deciding why somebody behaved in a particular way. Perhaps someone is quiet. Perhaps they do not join in. Perhaps they react in a way you did not expect. Pause. Notice the explanation you have given yourself. Then change: “I know why they did that.” Into: “I wonder what might be happening for them.” You do not need to find every answer. You can remember that there may be more to the situation than you can see. Let that reminder help you respond with kindness. Remember: What you notice is part of the picture. There may be more to someone’s story. Perfect for: Primary school-aged children learning about feelings, empathy and first impressionsClassrooms exploring assumptions, kindness and respectful relationshipsFamilies discussing why behaviour does not always reveal how someone feelsTeachers and pastoral leaders helping children understand one anotherChildren learning to include others without putting them under pressurePSHE lessons, circle time and conversations about curiosity and considerationQuote of the Week: “Sometimes wondering is wiser than deciding.” #MindfulMoments #SeeingThroughOtherEyes #LookingBeyondWhatWeSee #SeeThinkWonder #Empathy #Curiosity #Kindness #UnderstandingOthers #EmotionalAwareness #Inclusion #EmotionalWellbeing #ChildrensMentalHealth #PrimaryPSHE #SocialEmotionalLearning #WellbeingInSchools Send us Fan Mail Support the show

  5. Nov 5

    S18 E2 Walking in Someone Else’s Shoes – Seeing Different Viewpoints and Understanding Others

    Follow Mindful Moments with Miss Harrison to hear every new episode. Teacher and pupil resources are coming soon for every episode. Walking in Someone Else’s Shoes – Seeing Different Viewpoints and Understanding Others Helping children pause before making assumptions, imagine situations from another person’s point of view and discover how curiosity and listening can help us become more thoughtful, patient and understanding. In this second episode of Mindful Moments with Miss Harrison’s Seeing Through Other Eyes series, children explore an important question: What might this situation look like from somebody else’s point of view? In the previous episode, children discovered that two people can experience exactly the same moment and feel differently about it. Both feelings can make sense. Now, they take that understanding further by exploring what it means to walk in someone else’s shoes. They do not need to swap shoes with anyone. They are learning to imagine what a situation might look and feel like from another person’s position. The episode begins with the image of looking through a window. From where you are standing, you can see one view. Somebody standing at another window might see something different. You are looking out at the same world. But you are seeing it from different places. People can be like that too. We naturally understand situations through our own experiences. We know what we wanted. What we thought. How we felt. But other people have their own thoughts, feelings and experiences too. Walking in someone else’s shoes begins with pausing and asking: “What might this situation look like from where they’re standing?” We might not guess perfectly. But the question can help us notice something we had not considered before. Through the story of Jack, Aaron and Lucas, children discover how a first impression can leave out an important part of what has happened. Jack walks into class and sees his friend Aaron sitting beside somebody else. Jack stops. He and Aaron always sit together during morning reading. But today, Aaron is sitting with Lucas. Jack feels annoyed. “He doesn’t want to sit with me anymore,” he thinks. At break time, Jack barely speaks to Aaron. Eventually, Aaron asks: “What’s wrong?” Jack explains: “You chose to sit with Lucas instead of me.” Aaron looks surprised. Mrs Patel had asked him to sit beside Lucas because Lucas was new. She thought Aaron could help him. Jack had not known that. He looks across the playground and notices Lucas standing quietly nearby. Then he tries to imagine the morning from Lucas’s point of view. A new school. A new classroom. Nobody he knows. Perhaps having Aaron beside him had made things a little easier. Jack’s feelings had not been silly. He really had felt left out. But now he could see another side to what had happened. Aaron had been helping someone who was new. And Lucas might have needed a friendly person beside him. Jack suggests: “Maybe Lucas could sit with us tomorrow.” Aaron smiles. “Good idea.” Jack has not changed what happened that morning. He has understood more about it. By looking through another pair of eyes, he finds a way to make room for all three of them. The episode introduces children to three practical steps: Pause. Our first explanation is not always the whole story. Before deciding why somebody has acted in a particular way, stop for a moment. Imagine. Consider what the other person might be thinking or feeling. Perhaps they know something you do not. Perhaps they are worried. Tired. Confused. Or trying to help somebody else. Ask. Imagining can help us consider different possibilities. But we cannot read minds. When it is appropriate, a simple question can help: “Can you help me understand?” Through two familiar situations, children practise looking beyond their first explanation. First, they imagine saying hello to a child who does not answer. Their first thought might be: “They’re ignoring me.” But what else might be happening? Perhaps the child did not hear. Perhaps they are worried about something. Perhaps they feel shy. We still do not know the answer. But we can recognise that there is more than one possible explanation. Next, children imagine somebody does not want to join a game they love. Instead of deciding: “They’re being boring.” They consider: “What might this feel like in their shoes?” Curiosity gives them more possibilities. Listening can help them understand which possibility fits. The episode reminds children that their own feelings still matter while they make room for another person’s experience. They can feel disappointed and remain curious. They can feel confused and ask a question. They can discover that there is more to a situation than they first realised. What children will learn in this episode: What it means to walk in someone else’s shoesWhy we naturally see situations from our own point of viewHow our first explanation can leave out important informationWhy our own feelings can be real even when our understanding is incompleteHow imagining another viewpoint can help us respond with greater patience and kindnessWhy considering possibilities is different from knowing what someone thinksHow to pause, imagine and ask before deciding why somebody acted in a particular wayEmotional Skills from Miss Harrison: Pause before deciding When somebody does something you do not understand, stop for a moment. Notice your first explanation. Perhaps you think: “They don’t want to be my friend.” “They’re ignoring me.” “They’re doing it on purpose.” Remind yourself: “Our first explanation isn’t always the whole story.” Give yourself a moment to consider what you might not know yet. Imagine another point of view Ask yourself: “What might they be thinking or feeling?” Consider what the situation might look like from where they are standing. They might have different information. Different worries. Different experiences. You do not need to find the perfect explanation. You are practising being open to another possibility. Ask and listen When it is appropriate, ask: “Can you help me understand?” Then give the other person time to explain. Listen to what they actually tell you. Their answer may help you understand something you could not have discovered by guessing. These skills help children develop empathy, patience, curiosity, thoughtful communication, listening skills and an understanding of different points of view. Mindful Moment Challenge: This week, notice a moment when somebody does something you do not understand. Perhaps a friend sits somewhere different. Perhaps somebody does not answer you. Perhaps another child does not want to join an activity you enjoy. Pause before deciding why. Ask yourself: “What might this look like from their point of view?” Consider whether there could be something you have not noticed. Something you do not know. A feeling you have not considered. Remember: You can have your own feelings and still be curious about somebody else’s experience. Pause. Imagine. Ask. There may be more to the story than you first thought. Perfect for: Primary school-aged children learning to understand different points of viewClassrooms exploring empathy, friendship and thoughtful communicationFamilies discussing misunderstandings and different interpretations of eventsTeachers and pastoral leaders supporting children through friendship difficultiesChildren learning to pause before making assumptions about othersPSHE lessons, circle time and conversations about kindness, patience and inclusionQuote of the Week: “Our first explanation isn’t always the whole story.” #MindfulMoments #SeeingThroughOtherEyes #WalkingInSomeoneElsesShoes #Empathy #DifferentPerspectives #UnderstandingOthers #PauseImagineAsk #Listening #Kindness #Friendship #EmotionalWellbeing #ChildrensMentalHealth #PrimaryPSHE #SocialEmotionalLearning #WellbeingInSchools Send us Fan Mail Support the show

  6. Nov 3

    S18 E1 Same Moment, Different Feelings – Understanding Other People’s Reactions and Listening with Kindness

    Follow Mindful Moments with Miss Harrison to hear every new episode. Teacher and pupil resources are coming soon for every episode. Same Moment, Different Feelings – Understanding Other People’s Reactions and Listening with Kindness Helping children understand that two people can experience exactly the same moment and feel very differently about it, and that curiosity and listening can help us understand one another. In this first episode of Mindful Moments with Miss Harrison’s Seeing Through Other Eyes series, children explore a simple but important idea: The same moment can bring different feelings for different people. In the previous series, children discovered that belonging does not require everyone to be the same. Our differences can make families, friendships, classes and communities richer. Now, they begin to explore what those differences mean for the way we experience the world. What feels exciting to one person might feel worrying to another. What feels comfortable to us might feel unfamiliar to somebody else. And understanding another person does not require us to feel exactly what they feel. It begins with being curious enough to listen. The episode opens with a familiar classroom announcement: “Tomorrow we are performing our class assembly in front of the whole school.” How might you feel? Excited. Nervous. Proud. Worried. Perhaps a mixture. Now imagine the person beside you hears exactly the same announcement and feels completely differently. One child thinks: “Brilliant! I love performing!” Another thinks: “Oh no! Everyone will be looking at me!” The announcement is the same. The feelings are different. And both feelings can be real. Children discover that our reactions can be shaped by our: Personalities. Memories. Experiences. Preferences. We bring all of these things with us into the moments we share. Through the story of Freya and Imran, children see how this works in everyday life. The two friends are working together when the classroom suddenly becomes dark. Thunder rolls outside. Freya jumps from her chair. She is delighted. She loves thunderstorms. At home, she sits beside the window with her dad and counts the seconds between lightning and thunder. For Freya, a storm brings memories of something exciting they enjoy together. But Imran freezes. Another rumble shakes the windows. “I don’t like this,” he says quietly. When Imran was younger, a huge storm woke him during the night. Ever since then, loud thunder has made him nervous. At first, Freya does not understand. She finds storms amazing. “It’s only thunder,” she says. Then she notices Imran’s face. He is not pretending. Something that feels exciting to her feels frightening to her friend. Freya pauses. “It doesn’t feel exciting to you, does it?” Imran shakes his head. This time, Freya responds differently. “Do you want to sit away from the window?” “Yes, please.” The storm has not changed. The thunder is still there. But Freya has begun to understand something important: Her experience is not the only experience. She does not have to feel frightened herself to recognise that Imran feels frightened. She can listen. She can take his feelings seriously. She can ask what might help. The episode introduces children to three ways of making room for different reactions. Notice the difference. When somebody reacts differently from you, become curious. Their response can be an opportunity to understand them better. Don’t decide their feeling is wrong. Something that seems easy, enjoyable or unimportant to you might feel very different to somebody else. Their experiences may be different from yours. Ask, don’t assume. We understand people better when we listen to them. A thoughtful question can help us discover something that guessing would miss. Through a guided reflection, children imagine their class is going on a trip somewhere new. One child feels excited. Why might that be? Another feels nervous. What might they be thinking about? A third feels disappointed. What might their reason be? The same trip. Three different feelings. Children are encouraged to consider possible reasons while remembering that asking the person helps us understand how they actually feel. The reflection ends with an important reminder: “Someone else can feel differently from me, and their feeling can still make sense.” The episode begins the series by helping children look beyond their own first reaction and wonder what a shared moment might feel like for somebody else. What children will learn in this episode: Why two people can experience the same situation and feel differently about itHow personalities, memories, experiences and preferences can influence feelingsWhy somebody else’s feelings can make sense even when they are different from our ownHow to notice different reactions with curiosityWhy dismissing somebody’s feelings can prevent us from understanding themHow thoughtful questions and careful listening help us understand other peopleWhy we do not need to share somebody’s feeling to respond with kindnessEmotional Skills from Miss Harrison: Notice the difference Pay attention when somebody reacts differently from you. Perhaps you feel excited and they seem quiet. Perhaps you feel confident and they seem worried. Pause and think: “They seem to feel differently about this.” Let that difference make you curious. Don’t decide their feeling is wrong Try to avoid responses such as: “That’s silly.” “You shouldn’t be upset.” “There’s nothing to worry about.” Remember that the other person may have memories, experiences or concerns that you do not know about. You can take their feelings seriously even when your own feelings are different. Ask, don’t assume Give the other person an opportunity to tell you. You could ask: “How are you feeling about this?” Or: “Do you want to tell me what’s making you feel that way?” Then listen. You do not have to guess the answer. You can let them explain their experience in their own words. These skills help children develop emotional awareness, empathy, curiosity, listening skills, consideration for others and an understanding of different points of view. Mindful Moment Challenge: This week, notice one moment when somebody reacts differently from you. Perhaps you are excited about an activity and somebody else feels nervous. Perhaps you enjoy something that another person finds uncomfortable. Perhaps a friend responds to some news in a way you did not expect. Instead of thinking: “Why are they acting like that?” Try asking yourself: “I wonder what this feels like for them?” Pause. Become curious. Make room for the possibility that their experience is different from yours. If they would like to talk, listen to what they tell you. Remember: You do not have to feel the same way to understand someone a little better. Perfect for: Primary school-aged children learning about feelings and different points of viewClassrooms exploring empathy, listening and respectful relationshipsFamilies discussing why people can react differently to shared experiencesTeachers and pastoral leaders helping children respond thoughtfully to othersChildren learning to recognise and respect feelings they do not sharePSHE lessons, circle time and conversations about friendship and understandingQuote of the Week: “Someone else can feel differently from me, and their feeling can still make sense.” #MindfulMoments #SeeingThroughOtherEyes #SameMomentDifferentFeelings #Empathy #UnderstandingOthers #DifferentPerspectives #EmotionalAwareness #Listening #Kindness #EmotionalWellbeing #ChildrensMentalHealth #PrimaryPSHE #SocialEmotionalLearning #WellbeingInSchools Send us Fan Mail Support the show

  7. Nov 2

    Complete Series 17 - Belonging and

    Follow this podcast - teacher and pupil resource coming out soon for every episode Helping children understand what it really means to belong, while developing the confidence to contribute, remain true to themselves, cope with feeling left out and help create communities where other people feel included, known and valued too. In Series 17 of Mindful Moments with Miss Harrison, children explore one of our most fundamental emotional needs: belonging. Across six thoughtful and encouraging episodes, Miss Harrison helps children understand that belonging is much more than simply being surrounded by people or being part of a group. Genuine belonging means feeling included, known and accepted. It means recognising that there is a place for us while also learning how our own actions can help create that feeling for somebody else. The series begins with What Does It Mean to Belong?, where children discover that belonging is about connection rather than simply being somewhere. Through Yusuf joining a new class, they see how small actions can send powerful messages. Amina pulling across an extra chair and saying, “Yusuf's in our group too,” begins to change the classroom from somewhere Yusuf attends into somewhere he feels he belongs. Children learn that belonging grows when we feel included, known and accepted. In Being Part of a Group, children explore the balance between contributing their own ideas and making room for everyone else. Through Oscar and the den-building challenge, they see what happens when one person's enthusiasm unintentionally takes over. Once Oscar steps back and the group begins listening to one another, everyone's strengths contribute to something better than any one person could have created alone. The Group Jigsaw reinforces the message: “My piece matters—and so does yours.” Being Yourself Around Others takes the idea of belonging deeper. Through Amina pretending to enjoy football cards because she wants to fit in, children explore the difference between joining in and changing themselves to gain acceptance. When Amina finally shares her genuine fascination with space, she discovers that friendship does not require everyone to love exactly the same things. Children learn to notice when they are pretending, share the real version of themselves and make room for other people's differences too. In When You Feel Left Out, children explore one of the most difficult parts of belonging. Through Oliver being unable to join a football game that has already started, they see how quickly one moment can become a much bigger thought such as “Nobody wants me.” Children learn to name the feeling, check the story and choose the next step. Importantly, the episode distinguishes between an isolated moment of exclusion and being deliberately and repeatedly left out, when children should speak to a trusted adult. Helping Someone Else Belong turns children's attention outwards. The series encourages them to become Belonging Spotters—noticing moments when someone may be standing at the edge of a group and recognising that small gestures such as a smile, saying hello, making space or inviting somebody to join can have a much bigger impact than we realise. Children discover that belonging is not only something we receive; it is something we can actively help create for others. Finally, We All Have a Place brings the whole series together through the image of a class mosaic. Every child's square is different, yet when the pieces are placed together they create something that none could have made alone. No piece has to disappear or change to match another. Children learn three final messages: your place matters, other people's places matter too and belonging can grow over time. Together, the six episodes develop a rich and realistic understanding of belonging: Belonging does not mean everyone has to be the same. We can contribute without taking over. We can connect with people without pretending to be somebody else. We can cope when one moment makes us feel left out. We can notice people who may be standing at the edge. And we can help create families, friendships, classrooms and communities where different people know: “There is a place for me here.” Episodes in this series: S17 E1 Belonging and Being Yourself - What Does It Mean to Belong? Understanding that belonging is about feeling included, known and accepted—and recognising the people and places that help us feel connected. S17 E2 Belonging and Being Yourself - Being Part of a Group Learning to contribute ideas and strengths while also making space for everybody else to participate. S17 E3 Belonging and Being Yourself - Being Yourself Around Others Recognising that genuine belonging should not require us to hide our interests or pretend to be somebody else. S17 E4 Belonging and Being Yourself - When You Feel Left Out Naming the hurt of exclusion, checking the story our mind creates and choosing a helpful next step. S17 E5 Belonging and Being Yourself - Helping Someone Else Belong Noticing people who may be on the edge of a group and using small acts of welcome and inclusion to help them feel that they matter. S17 E6 Belonging and Being Yourself - We All Have a Place Bringing together belonging, difference and inclusion and recognising that every person can have a place without having to become the same. What children will explore across the series: What belonging really meansWhy being somewhere is not the same as feeling that you belongHow feeling included, known and accepted builds connectionWhy small gestures can communicate “There is a place for you here”How we can belong to many different groups and communitiesWhy every member of a group has something to contributeHow to balance sharing our own ideas with making space for other peopleWhy different strengths can make groups strongerHow to recognise when we may be pretending in order to fit inWhy friendship does not require everybody to enjoy or believe exactly the same thingsHow to say “That's not really my thing” or “This is what I like”Why strong relationships make room for differenceHow feeling left out can lead to sadness, anger, embarrassment, jealousy or worryWhy one moment of exclusion does not automatically define a friendshipHow to name the feeling, check the story and choose the next stepWhen repeated or deliberate exclusion should be shared with a trusted adultHow to notice somebody who may be standing at the edge of a groupWhy small acts of welcome can make a significant differenceHow we can help other people feel included, known and valuedWhy our own place mattersWhy other people's places matter tooHow belonging can develop gradually as relationships and connections growEmotional Skills from Miss Harrison: Notice where you belong Think about the people and places that help you feel: “There's a place for me here.” Contribute and make space Ask yourself: “What can I contribute?” and then: “How can I help somebody else contribute too?” Be yourself around others Notice when you may be pretending simply to fit in. Remind yourself: “I can belong and still be me.” Check the story If you feel left out, name the feeling and ask: “What do I actually know?” One difficult moment does not always tell the whole story. Notice the edge of the group Look around for somebody who may not yet feel included. A smile, a hello, a space beside you or an invitation can matter enormously. Remember that every place matters Your ideas, interests, strengths and personality matter—and so do everybody else's. Together, these skills help children develop belonging, self-awareness, confidence, social awareness, empathy, inclusion, perspective-taking, resilience, relationship skills and appreciation of difference. Perfect for: Primary school-aged children exploring belonging, identity and relationshipsChildren joining a new class, friendship group, club or communityChildren who worry about fitting in or being differentChildren who sometimes feel excluded or left outFamilies discussing friendship, connection and individualityClassrooms developing inclusive communities where every voice mattersTeachers and pastoral teams supporting friendship and belongingSchools exploring PSHE, inclusion, emotional literacy and relationshipsChildren learning how their own actions can help other people feel welcomeSeries Message: You do not have to become the same as everybody else to belong. Bring your own piece to the picture, make room for other people's pieces too, and help create places where everyone can feel included, known and accepted. #MindfulMoments #BelongingAndBeingYourself #Belonging #BeingYourself #Inclusion #Connection #Friendship #FeelingIncluded #WeAllHaveAPlace #ChildrensWellbeing #ChildrensMentalHealth #PrimaryPSHE #EmotionalWellbeing #SocialEmotionalLearning #Relationships #InclusionMatters #WellbeingInSchools Send us Fan Mail Support the show

  8. Nov 1

    S17 E6 - We All Have a Place

    Follow this podcast - teacher and pupil resource coming out soon for every episode We All Have a Place – Belonging, Difference and Making Room for Everyone Helping children bring together everything they have learned about belonging and understand that being part of a community does not require everyone to be the same—it means creating spaces where every person knows that they matter. In this final episode of Mindful Moments with Miss Harrison’s Belonging and Being Yourself series, children bring together everything they have discovered with one simple but powerful idea: We all have a place. Across the series, children have explored what belonging feels like, how to contribute to groups, why they can remain themselves around other people, what they can do when they feel left out, and how their own actions can help somebody else feel welcome. Now they explore what all of those ideas mean when brought together. The episode begins with the image of a huge patchwork blanket. Every piece is different. Some pieces are bright. Some are patterned. Some are simple. Some are large. Others are small. If every piece looked exactly the same, it wouldn't really be a patchwork at all. Our communities can be like that too. Families, classes, friendship groups, and neighbourhoods contain people with different: Interests. Personalities. Ideas. Strengths. Experiences. Belonging does not mean: “Everyone here is like me.” It means: “There is room for me here—and room for you too.” Through the story of Mrs Ahmed’s class mosaic, children see this idea brought vividly to life. Every child receives one square to decorate with something that represents them. Jay draws a football. Sophia paints flowers. Amina draws stars and planets. Daniel fills his square with tiny colourful patterns. Then Noah notices something: None of the squares match. He wonders how they could possibly make one picture. Mrs Ahmed invites the class to find out. One by one, the squares are placed together. When the final piece is added, everyone steps back. The mosaic is filled with different colours, images, and patterns. No square has disappeared. No square has been changed to match another. And yet, together, they have created something that none of them could have made alone. Noah finally asks: “So they don't have to match to belong together?” Exactly. Later, when the mosaic hangs in the school corridor, Noah always looks for his own square. It is only one small piece of the larger picture. But without it, the picture would not be quite the same. The episode introduces children to three final messages about belonging. Your place matters. You bring your own ideas, interests, strengths, experiences, and personality. You do not need to become exactly like everybody else to earn your place. Other people's places matter too. Belonging isn't only something we receive. We help create it through the way we listen, include, notice, and make room for others. And: Belonging can grow. Sometimes we enter a group and immediately feel connected. At other times, belonging takes time. Friendships develop. People get to know us. We discover where we feel comfortable. A sense of belonging can grow little by little. Through the final My Mosaic reflection, children imagine a square representing themselves. Perhaps it contains something they enjoy. Something they care about. A strength. Then they imagine the squares of family members, friends, classmates, and other people in their community appearing around them. Each square is different. None needs to disappear. They can all belong together. Children finish the activity with two important statements: “There is a place for me.” and: “I can help make a place for others.” The episode closes the whole series by reminding children that genuine belonging does not erase difference. It makes room for it. What children will learn in this episode: Why belonging does not require everyone to be the sameHow difference can strengthen groups and communitiesWhy their own interests, ideas, strengths, and personality matterWhy other people's individuality matters just as muchHow belonging is something we both experience and help createWhy a sense of belonging sometimes develops gradually over timeHow all the skills from the series fit togetherEmotional Skills from Miss Harrison: Remember that your place matters You bring something unique to the groups and communities around you. You do not have to become exactly like everybody else to belong. Make room for other people's places Listen. Include. Invite. Notice people's strengths. Allow differences. Belonging grows when everybody knows their contribution matters. Give belonging time to grow Not every group feels comfortable straight away. Sometimes friendships and connections develop gradually. That's okay. See yourself as part of the bigger picture Remind yourself: “There is a place for me.” Then remember: “I can help make a place for others.” These skills help children develop self-acceptance, inclusion, empathy, community awareness, confidence, social responsibility, and appreciation of individuality. Mindful Moment Challenge: For the final challenge in this series, think about one place where you belong. Perhaps it is: Your family. Your class. A friendship group. A team. A club. Your neighbourhood. Another community that matters to you. Notice what helps you feel: “There's a place for me here.” Then choose one thing you can do to help somebody else feel that too. Perhaps you can include them. Listen to them. Make room. Ask their opinion. Notice something about them. Remember: There is a place for you—and you can help create a place for somebody else. Perfect for: Primary school-aged children exploring belonging, identity, and communityClassrooms celebrating individuality within a shared communitySchools developing inclusive cultures where difference is valuedFamilies discussing identity, connection, and acceptanceTeachers and pastoral leaders supporting children to understand healthy belongingChildren reflecting on how they can help others feel included and valuedQuote of the Week: "There is room for your piece in the picture—and room for everybody else's too." #MindfulMoments #BelongingAndBeingYourself #WeAllHaveAPlace #Belonging #Inclusion #Difference #Acceptance #Community #EmotionalWellbeing #ChildrensMentalHealth #PrimaryPSHE #SocialEmotionalLearning #Relationships #WellbeingInSchools Send us Fan Mail Support the show

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About

Welcome to Mindful Moments with Miss Harrison – the perfect place for kids, parents, and educators to explore emotions, build mindfulness, and develop emotional intelligence!  What We Offer:Join Miss Harrison on a journey of self-discovery through engaging stories, fun activities, and calming mindfulness exercises. Each episode focuses on helping children: Understand their emotions Practice kindness and empathy Build confidence and resilience Navigate friendships Handle life’s ups and downs with calmness and courage  What to Expect: Relatable stories for kids that teach emotional lessons Fun, interactive games and challenges Easy-to-follow mindfulness exercises to practice at homeTools and tips for managing emotions like anger, worry, and excitement Why Listen?Perfect for children of all ages, this channel is a safe and positive space to help young minds grow and thrive. Whether you’re looking for resources for the classroom, bedtime listening, or family mindfulness routines, Miss Harrison has you covered! About Miss Harrison:Miss Harrison is a passionate teacher and mindfulness advocate who loves helping children shine their brightest by understanding their emotions and building inner strength.  New Episodes Every Week!Subscribe to stay up-to-date with the latest episodes, and let’s explore emotions together, one mindful moment at a time. Join the Community:We’d love to hear from you! Comment on your favourite episodes, share your mindful moments, and spread kindness wherever you go! #MindfulMomentsWithMissHarrison #KidsMindfulness #EmotionalIntelligence #ParentingTips #MindfulnessForKids #KidsPodcast    

Information

  • Creator
    St Stephen's CE Primary, Bradford, UK
  • Years Active
    2025 - 2026
  • Episodes
    125
  • Rating
    Clean
  • Copyright
    © 2026 Mindful Moments with Miss Harrison
  • Show Website
    Mindful Moments with Miss Harrison